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Affiliation

Postgraduate Program in Informatics in Education, Federal University of Rio Grande do Sul, Rio Grande do Sul, Brazil

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1 Papers

Pedagogical Strategies Based on Socio-Affective Scenarios in Distance Education: A Look from the Perspective of Tutors

Topics: Mentoring and Tutoring; Feedback and Learning Support

Authors: Jacqueline Akazaki ¹ , Eurídice Peixoto ¹ , Letícia Machado ^{1

;

2} , Patricia Behar ^{1

;

2} and Andrio Pinto ¹

Affiliations: ¹ Postgraduate Program in Informatics in Education, Federal University of Rio Grande do Sul, Rio Grande do Sul, Brazil , ² Postgraduate Program in Education, Federal University of Rio Grande do Sul, Rio Grande do Sul, Brazil

Digital Object Identifier: 10.5220/0013342300003932

Proceedings of CSEDU 2025, ISBN: 978-989-758-746-7

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This article aims to identify the perceptions of tutors in the application of Pedagogical Strategies (PS) based on Socio-affective Scenarios in Distance Education (DE). Socio-affective Scenarios are the mapping of social indicators and moods. PS are actions conducted by teachers or tutors to try to personalize teaching in DE with the aim of minimizing cases of drop out. In this context, the methodology was developed in a qualitative approach. The target audience was eight tutors who applied PS in two undergraduate courses at a Brazilian Public University. To participate in the study, the tutors answered an online questionnaire, which represented the data collection instrument. As a result, the tutors considered it important to use PSs in their classes because they allowed for increased social interactions, greater collaboration, engagement and participation of students.